Sherry's+Interpersonal+Activity

=Interpersonal Activity= by Sherry Hertle

Purpose
The purpose of this activity is to give participants the opportunity to examining his or her identity and the stereotypes associated with that identity and to also get  participants thinking about the stereotypes they apply to other people.

Through the process of sharing and discussion with each other participants will have the opportunity to think more deeply about their own stereotypes, challenge them and start the process of eliminating them.

Time Required
1 – 1.5 hours depending on the size of the group
 * Allow 10 minutes to complete the hand out
 * 5 minutes for grouping and getting everyone in place
 * 3 – 5 minutes per person to share
 * 15 minutes to debrief

Number of Participants
Minimum: Five (for one group) Maximum: Fifteen (for one group) No more than thirty participants per instructor Optimal number: One group of ten, two groups of ten

Supplies Needed
Pencils Identity Circle Handouts

Preparation
Make copies of the identity circle hand out Complete an identity circle for yourself to share with class Arrange classroom to ensure enough room for participants to form either one large circle or multiple small circles

Introduction
We will get to know one another a little bit better today by taking the time to listen to each others experiences with an open mind. We will be both considerate and honest as we engage in the process of sharing and discussion with each other.

In the next activity, you will be asked to identify key aspects of your identity and consider the stereotypes associated with that identity. You will also be asked to look at any stereotypes you may have about others and begin to challenge them.

I will be passing out the Identity Circles Handout for you to complete. Complete this independently. You will have 10 minutes. What questions do you have? ( be sure to remind students at the five minute mark that they only have 5 minutes remaining)

Process

 * Instruct participants to form a circle and be seated
 * Distribute identity circles handout
 * Instruct participants to each write their name on the center circle and to write an important aspect of their identity in each of the extended circles.
 * Give an example; let participants know to write something in the extended circles that he or she feels feel is important in defining who they are such as Asian American, female, mother, athlete, educator, single parent, Wiccan, etc...
 * Let participants know that we will be discussing the questions attached to the handout and that everyone is expected to participate in the sharing process however, participants may decide how much or how little to share.
 * Give people ten minutes label the circles and to think about the questions on the handout

Once participants have completed the identity circle, the facilitator will ask for volunteers to share
 * 1) when they felt especially proud to be associated with one of the identifiers they selected.
 * 2) a time when it was particularly painful or uncomfortable to be associated with one of the identity dimensions they chose.
 * 3) a stereotype they have heard about one dimension of their identity that fails to describe them accurately.

Lastly, give participants 1-2 minutes to complete the sentence on their handout by filling in the blanks: "I am (a/an) ____________ but I am NOT (a/an) _____________." Have everyone stand up in the circle and one by one read their sentence aloud.

Debrief
Questions the facilitator should ask to solidify what was learned in this activity.


 * What thoughts do you have about the exercise?
 * Are there words that your friends or family might use to describe you that you did not choose? Why is it that others see us differently than we see ourselves?
 * What seemed to be some common factors people listed in their identity circles? ( Race/ethnicity, gender? sexual orientation, age, family upbringing, marital status, religion? etc...)Why do you think that is?
 * Did anybody hear somebody challenge a stereotype that you once bought into? If so, what?
 * Why is learning about each other in this way important?
 * How will your future actions change as a result of what you learned?

Credits
Adams M., Bell L.and Griffin P. (1997). //Teaching for Diversity and Social Justice.// New York: Routledge